Alunos com transtornos globais do desenvolvimento: da categoria psiquiátrica à particularidade do caso a caso nos processos de inclusão escolar

Abstract

This research sought to analyze: the integration of students classified as having pervasive developmental disorder (PDD) in regular schools; to point and study the teachers difficulties in the execution of such processes; to delimit conceptually the persuasive developmentdisorder definition in order to assure its integration in regular schools; and to produce supporting material seeking to favor the integration work for education professionals in general. From the hypothesis that there are comprehension difficulties by educators on what is the persuasive development disorder, this study investigated how school integration processes happen for those children and why some students are taken as problem by schools. For this purpose, the methodology of Psychoanalytical Oriented Interview and three case studies weretaken along with the psychoanalysis approach to read these processes. It was considered a theoretical path in which it was verified the categorical concept of persuasive developmental disorder in the Special Education field contextualized in the Inclusive Education, which faced the development of a range of educational paradigms. The research pointed out the designations given to this deficiency along this process and the search for a homogeneous concept by the Inclusive Education field for it still needs psychiatric categories. It was also presented the theoretical development process of the psychiatric category of the persuasive developmental disorder, emphasizing the predominance that autism gets compared with other clinical psychic pathologies that were aggregated to the same category Asperger syndrome, Rett syndrome, Heller syndrome and the persuasive developmental disorder - not specifically oriented. Finally, it was presented this concept's unfolding on the theoretical and legaltechnical production of the Special Education in the inclusive perspective and on the inclusion processes of the related students. It was considered that, in the execution process of schoolintegration, there are particularities not restricted to the stated public category for who they are addressed, and further more, that the clinical diagnosis requested by the education field, from the medical field, doesn't answer the educators' dilemmas and that the major schoolintegration dilemma is on the children that don't learn or that challenge the teachers' authority, independently of their clinical or psychical conditions.